Salvador Boned-Gómez

This study analyzed whether the change in mechanical load during a moderate intensity run, measured with accelerometers, could be explained by neuromuscular fatigue, assessed with surface electromyography (sEMG). Twenty-eight amateur runners completed a 30-min treadmill run, and acceleration spikes at the ankles, tibias and sacrum were recorded with high-g accelerometers. Gastrocnemius sEMG was measured during maximal voluntary isometric contractions before and after the run. Right tibial spikes increased from 81.7 to 88.7 m·s⁻² (p = 0.009), whereas ankle and sacral spikes remained stable (p > 0.05). Step time and cadence were also constant (about 362 ms and 158 steps per minute; p > 0.05). The limb × sector interaction showed that inter-limb asymmetry became more pronounced over the run, favoring the right side at the tibia (β = 0.127 m·s⁻² per sector; pFDR = 0.042) and the sacrum (β = 0.062; pFDR = 0.034), but not at the ankle (p = 0.731). This localized mechanical drift in the knee and sacral region, rather than at the ankle, warrants further investigation. Neither the power spectral density nor sEMG amplitude differed between pre- and post-run (p > 0.05). Mechanical load drifted toward the right limb without clear electromyographic signs of gastrocnemius fatigue.

Humanity is at a crossroads, facing environmental, social, and economic challenges that demand transformative change. The 2030 Agenda and its 17 Sustainable Development Goals (SDGs) are the most ambitious plan to address these global issues. In pursuit of this mission, education is the catalyst for this change, and early childhood education offers a unique opportunity to shape a generation that understands and acts for a more just, inclusive, and sustainable world. This chapter explores the importance of education for sustainable development (ESD) in early childhood education, emphasizing its fundamental role in forming conscious and proactive children regarding global challenges. The interconnection of the SDGs and their pedagogical application is analyzed, based on theories of child development and transformative pedagogies. Through an exhaustive literature review, innovative methodologies are described, such as nature-based and inquiry-based learning, which foster holistic development and children's ecological identity. Barriers to ESD implementation are also discussed, and strategies are proposed to overcome them, highlighting the positive impact of physical literacy. This work provides a critical analysis of successful programmes and case studies and concludes with recommendations for future research and sustainable educational practices. The results underline the necessity of an education that prepares children to act as change agents in an interconnected and vulnerable world.

This document presents two physical education proposals aimed at enhancing the physical, cognitive, and social development of young children: Judo and athletics. The first proposal advocates for the integration of Judo as a tool for promoting not only physical coordination and balance but also values such as respect, discipline, and perseverance. Judo's structured environment, with its emphasis on control, technique, and mutual respect, offers a unique opportunity for children to develop both physically and emotionally. The second proposal centres around athletics in early childhood education, highlighting its benefits for improving fundamental motor skills, coordination, and physical fitness. Activities such as running, jumping, and throwing are fundamental to fostering strength, agility, and overall motor control. These activities provide an avenue for children to engage in healthy competition while promoting teamwork and fair play. Both proposals emphasize the role of physical education in shaping well-rounded individuals, offering a foundation for future physical activity, emotional well-being, and the development of personal values. The combination of Judo and athletics provides a comprehensive approach to early childhood physical education that encourages both individual growth and social interaction.

This chapter explores the integration of Judo into values education within the realm of Compulsory Secondary Education Physical Education. It examines Judo's historical roots, global dissemination, and its role as more than a physical activity but a philosophy of life. The authors highlight Judo's promotion of values like respect, discipline, and personal growth, emphasizing its significance in adolescents' formative years. Through Judo classes, students not only learn combat techniques but also delve into ethical principles essential for both sports and everyday life. The chapter addresses challenges in implementing Judo in schools, including teacher competence and gender stereotypes. It concludes by proposing solutions to enhance Judo's inclusion in education, advocating for its role in fostering holistic student development.

Running-induced fatigue affects several biomechanical parameters, and yet few studies are focused on the acceleration spikes’ asymmetries. This study aimed to evaluate the effects of a 30 min run on lower limbs spikes’ asymmetries. Eighteen recreational runners (35.6 ± 7.5 years; seven women) performed a treadmill running protocol at a moderate speed and acceleration spikes’ asymmetries and kinematic (temporal) parameters were measured via accelerometers—on the tibias and sacrum—and photogrammetry. Acceleration spikes’ parameters were continuously measured and averaged per minute to assess the relationship between fatigue and acceleration spike asymmetries via a linear regression model. Right tibial acceleration spikes increased over time (r = 0.9; p < 0.001) and left tibia spikes decreased (r = 0.78; p < 0.001), with a rise in tibial load asymmetry from 9% to 25% at the end (r = 0.98; p < 0.001). This study suggest that fatigue affects the acceleration spikes of the two legs differently, with increasingly greater acceleration spikes in the right (dominant) leg. These findings should be considered, as greater asymmetries are related to overuse injuries and lower efficiency. Also, in studies focusing on running mechanics with fatigue, it is recommended that researchers collect data from both limbs, and not only from the right (dominant) leg.

Running-induced fatigue affects several biomechanical parameters, yet few studies are focused on the acceleration spikes asymmetries. This study aims to evaluate the effects of a 30-minute run on lower limbs spikes’ asymmetries. Eighteen recreational runners per-formed the test at a moderate speed and acceleration spikes asymmetries and kinematic (temporal) parameters were measured via accelerometers -on tibias and sacrum- and 2D photogrammetry. Acceleration spikes parameters were continuously measured and aver-aged per minute to assess the relationship between fatigue and acceleration spike asym-metries via a linear regression model. Right tibial acceleration spikes increased over time (r = 0.9; p < 0.001) and left tibia spikes decreased (r = 0.78; p < 0.001), with a rise in tibial load asymmetry index from 9% at the start of the test to a 25% at the end (r = 0.98; P < 0.001). The study suggest that fatigue affects acceleration spike of both limbs differently, with increasingly greater acceleration spikes in the right-dominant leg. The findings should be considered, as greater asymmetries are related to overuse injuries and lower ef-ficiency. Also, in studies focusing on running mechanics with fatigue, it is recommended to collect data from both limbs, and not only from the right-dominant.

Background: In the context of increasing global focus on sustainability, it is critical to explore how various activities, such as sports, affect young people’s understanding of sustainability. Despite the recognized importance, there is a significant research gap regarding the impact of different sports practices especially their sociomotor components on adolescents’ sustainability awareness (SA) across environmental, social, and economic dimensions. Methods: This cross-sectional study assessed the relationship between the sociomotor component of sports practices and SA in 1157 adolescents, representing diverse genders, socioeconomic backgrounds, and educational levels. The Sustainability Consciousness Questionnaire was employed to measure aspects of sustainability, and sports practices were categorized by their sociomotor components to evaluate their influence on SA. Results: Analysis revealed a significant association between cooperative sports without opposition and SA, particularly within the social dimension. These sports practices, which emphasize team collaboration over competition, were linked to increased social SA among adolescents, suggesting the educational potential of incorporating such sports into academic and extracurricular programs. Conclusions: The findings underscore the potential role of cooperative sports in fostering a deeper understanding of sustainability among youth. By reducing ego-centric behavior and encouraging teamwork, these sports practices may contribute to developing a more socially conscious and sustainable mindset. This study points to the importance of including cooperative sports in educational curricula and suggests the need for further research to explore the long-term effects of sports on sustainability education, with the goal of leveraging sports as a tool for promoting a sustainable future.

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

This study analyses the relationship between the physical education (PE) curriculum in secondary education in Spain and the Sustainable Development Goals (SDGs). The Physical education curriculum of compulsory secondary education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consumption), are less related. The social dimension of sustainable development is most closely linked to PE. A historical analysis of the treatment of sustainable development in PE curricula in Spain is also presented, examining how they have evolved over time. The manuscript helps clarify how teachers and researchers can mobilize competencies to address global challenges in students’ lives as individuals and world citizens, fostering commitment and social responsibility. Furthermore, this work highlights the importance of integrating the SDGs into education and how PE can be a key tool in this process.